This report details the work defined by a doctoral team looking at the literacy and implementation of formative assessment in classrooms in Southwest Missouri. The mission of this project was to identify the formative assessment literacy levels and the degree of classroom implementation of these strategies in districts and the resulting implications for leadership. The purpose of the project was to determine the use and implementation of formative assessments in classrooms in southwest Missouri.

The project team read the literature related to literacy and implementation of formative assessment and the implications for leadership. Although the research is extensive, the project team discovered that formative assessment was defined in a variety of ways. The various forms of assessment including formative, summative, and authentic compound the dichotomy between understanding and implementation. The literature substantiated the importance of formative assessment however; the lack of a widespread formalized program inhibits effective leadership practices in its implementation.

In order to ascertain the perceptions of educators regarding current practices associated with formative assessment, the project team designed a 23-question survey to collect information and feedback regarding the essential questions of common practice among teachers. The survey was sent to an expert panel for feedback. Based on the recommendations of the expert panel, the project team revised and disseminated the survey to teachers and administrators in southwest Missouri. The analysis of the survey responses revealed a gap in teacher knowledge of formative assessment and its use in classrooms.

As a consequence, the project team developed recommendation for the improvement of assessment practices at the school district and school building levels and their audiences. The project provides leaders an opportunity to better implement sound assessment practices. The recommendations are included in section five.